Positive Teacher Affect and Maternal Support Facilitate Adjustment after the Transition to First Grade

Autor/inn/en	Kiuru, Noona; Laursen, Brett; Aunola, Kaisa; Zhang, Xia; Lerkkanen, Marja-Kristiina
Titel	Positive Teacher Affect and Maternal Support Facilitate Adjustment after the Transition to First Grade
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 62 (2016) 2, S.158-178, Artikel 3 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Student Adjustment; Elementary School Students; Elementary School Teachers; Teacher Student Relationship; Longitudinal Studies; Parent Child Relationship; Behavior Problems; Prosocial Behavior; Foreign Countries; Grade 1; Correlation; Child Development; Child Behavior; Questionnaires; Screening Tests; Check Lists; Mothers; Maximum Likelihood Statistics; Path Analysis; Predictor Variables; Behavior Change; Grade 2; Finland; Child Behavior Checklist; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teacher student relationships; Lehrer-Schüler-Beziehung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; Korrelation; Kindesentwicklung; Fragebogen; Screening-Verfahren; Checkliste; Mother; Mutter; Pfadanalyse; Prädiktor; School year 02; 2. Schuljahr; Schuljahr 02; Finnland
Abstract	This longitudinal study, conducted among a sample of Finnish primary-school children, examined the proposition that a single high-quality relationship (either with a teacher or a parent) can buffer against adjustment problems. Teachers rated the externalizing problems and prosocial behaviors of 378 children in Grade 1 and again in Grade 2. Relationship measures gathered in Grade 1 included teacher reports of positive affect for the child and mother reports of support for the child. The results supported our proposition by showing that for child adjustment after the transition to primary school it was critical to have at least one high-quality relationship either with a teacher or a parent. High positive teacher affect in Grade 1 buffered against adjustment problems for children with low maternal support, whereas high maternal support in Grade 1 buffered against adjustment problems for children with low positive teacher affect. In turn, children who received low support from both teachers and parents showed the poorest adjustment. (As Provided).
Anmerkungen	Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: http://wsupress.wayne.edu/journals/merrill/merrillj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01